Entrepreneurship education has become an important and fast-growing research area contributing to understanding and acknowledging global and national trends and developing future educational policies and actions. From the country’s perspective, the development of entrepreneurship education in Indonesia is relatively recent. This circumstance is reflected by the minimal amount of research in English language articles published in prominent journals, the uneven provision programs, and the lack of modern practices in teaching and learning entrepreneurship in higher education across the country. Due to those rationales, this study aims to serve as an initial proposition by mapping some current states concerning Indonesian entrepreneurship education programs’ provision, its common learning practices within the higher education context, and its relation to students’ entrepreneurial competencies, characteristics, and Indonesian entrepreneurs’ issues on entrepreneurship education. By using mapping literature methodology, this study has identified and analyzed 31 articles concerning Indonesian entrepreneurship in higher education, searched through electronic database and international and national universities publications for the last ten-year period (2010–2019). The results showed that major entrepreneurship education program provisions and implementation of contemporary entrepreneurship course contents and teaching methods in Indonesia are centralized in Java Island—Indonesia. Another notable finding is mentoring, the most recent and emerging entrepreneurial type in Indonesia to support more students’ learning engagement and independence, or education through entrepreneurship. The study’s findings could inform the Indonesian government, educators, researchers, and educational policymakers concerning the current circumstances of Indonesian entrepreneurship education and how to improve them in the future.

Many ongoing discussions in design thinking show similarities to the current entrepreneurship education debate on integrating both disciplines in the con-text of higher education. In that case, some articles, mainly from the devel-oped countries, have addressed this issue, though fragmentedly. In contrast, this integration-educational type is rarely found in developing countries, par-ticularly Indonesia. Additionally, very few studies have broadened the dis-cussion to include the teaching entrepreneurship-design thinking process cy-cle and the conceptual threshold to support the integrated teaching process. This paper uses the narrative literature review and in-depth qualitative case-study discussion as the methodology. It aims to establish a conceptual link and threshold between these two areas and provide conceptual strategies for integrating and teaching them in Indonesian higher education. In doing so, this paper has essentially reviewed and reconciled both parts of the entrepre-neurship education and design thinking discourse. The details and signifi-cance of the conceptual threshold have also been reviewed. The finding of this study is the five-main entrepreneurship-design thinking process cycle (i.e., understanding the problem comprehensively, generating ideas, experi-menting iteratively, testing the solutions, and implementing solutions). The process strongly incorporates the "empathy-reflect-visualize" cycle and the integrated conceptual threshold as a teaching support tool. This conceptual study provides new pathways for enriching current teaching and research practices of entrepreneurship education and design thinking.

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Design thinking continuously positively impacts teaching and learning as a teaching methodology in entrepreneurship education. However, the research has not yet identified a potential method for the cross-culturally adaption from the Western to the Eastern teaching perspective. The Western teaching practices of entrepreneurial design thinking (Entrepreneurial Design Thinking© is a trademark of VonKor GmbH in Germany. Detail information concerning the term is explained further in the article.) may not be universally applicable to the Eastern view of entrepreneurship education. By reflecting on the social-constructivist approach and using cross-cultural adaptation theory, this paper proposes and develops a conceptual framework to describe the cross-culturally adaption of the entrepreneurial design thinking methodology from the Western to the Eastern perspective of entrepreneurship in higher education. The example primarily relates to Indonesia.